Department of Education

Region VI – Western Visayas

Schools Division of Guimaras
Curriculum Implementation Division
LEARNING RESOURCES MANAGEMENT
AND DEVELOPMENT SYSTEM (LRMDS)
San Miguel, Jordan, Guimaras

Copyright 2018

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CONTEXTUALIZED TEACHER RESOURCE IN MATHEMATICS 6:

Adding Simple Fractions and Mixed Numbers Without or With Regrouping Using Food
and Food Products of Guimaras

Written by: Marilou G. Dormis

Edited by: Rosemarie D. Aclan, LPT
Cover Designed by: Felizardo S. Valdez III

Quality Assured by:

FELIZARDO S. VALDEZ III MARVE E. GELERA ARTHUR J. COTIMO, Ed.D.

Project Development Officer II Librarian II Education Program Supervisor
Learning Resource Management

Approved for the use of the Schools Division:

ELLEDA E. DE LA CRUZ, LPT

Chief – Curriculum Implementation Division

NOVELYN M. VILCHEZ, Ph.D., CESE MA. LUZ M. DE LOS REYES, CESO VI

Assistant Schools Division Superintendent Schools Division Superintendent
 CONTEXTUALIZED
TEACHER RESOURCE IN
MATHEMATICS 6:
Adding Simple Fractions and Mixed
Numbers Without or With Regrouping
Using Food and Food Products of
Guimaras

Written by: Marilou G. Dormis

Edited by: Rosemarie D. Aclan, LPT
 Republic of the Philippines
Department of Education (DepED)
Region VI - Western Visayas
SCHOOLS DIVISION OF GUIMARAS
San Miguel, Jordan, Guimaras
Telefax (033) 581-2158
Email Add: deped_guimaras09@yahoo.com

CONTEXTUALIZED LESSON PLAN IN MATHEMATICS 6

I. Learning Competency:
Adds simple fractions and mixed numbers without or with regrouping.
Contextualized Competency:
Adds simple fractions and mixed numbers without or with
regrouping using food and food products of Guimaras.

Lesson Objective:
At the end of the lesson the learner should be able to add simple fractions
and mixed numbers without or with regrouping.

Performance Standard:
The learner is able to is able to apply the four fundamental operations
involving fractions and decimals in mathematical problems and real-life
situations.

II. Learning Content

Adding Simple Fractions and Mixed Numbers Without or With Regrouping
Using Food and Food Products of Guimaras

References:
Curriculum Guide: M6NS-Ia-86
Math TG/LM, Q1, Week 5, Lesson 15

Materials:
Flash Cards, Activity Cards, Work Sheets 1, 2, 3, 4 and 5

Value Focus: Love of Family

III. Learning Experiences:

A. Drill:
Conduct a flash card drill on finding the GCF of a set of numbers.

6, 10 4, 12 9, 3 5, 20 15, 9

3, 6, 9 8, 10 2, 4, 6 7, 14

B. Review:
Give the Least Common Multiple (LCM) of the following set of numbers:

3, 6 10, 12 8, 4, 2

3, 5, 15 16, 8 35, 15
C. Lesson Proper
1. Motivation:
Ask the pupils if they love to eat pizza?
Show picture of a pizza.

Ask: What is the shape of the pizza? Into how many parts was it divided?

2. Presentation
a. Present this problem to the class.
Problem

Mr. Ferrer’s family went to Manggahan Festival. After watching

the Hubon competition, they took a snack at a nearby restaurant. Mr.
Ferrer ordered 2 plates of mango pizza. Hendrix the eldest of the
3 1
children ate of a pizza. The other members of the family ate 1 pizza.
6 3
How many pizza did the family eat in all?

Discuss the problem to the class.

Ask: How will you solve the problem?
b. Performing the Activities
Group the pupils into three working teams. Ask the groups to solve the
problem. Let them think ways to solve the problem. Distribute Activity Card for
each team.
Team A
(Activity Card A)
Add using cut outs of a circular pizza.
 Team B
(Activity Card B)
Add using fraction charts / Modelling

Team C
(Activity Card C)
Add the fractions:
1 2
1 = 1
3 6
3 3
+ =
6 6
___________________

c. Processing the Activities

Ask each group to present and discuss their answer on the board.
Ask: How did you solve for the answers?
Expected Answers:
Using cut –out
Using modelling
By using fraction charts

3. Practice Exercises
Discuss the other examples in adding fraction and mixed fraction with and
without regrouping. Let pupils answer Work Sheet 1.

Direction: Find the sum. Express your answer in lowest terms if possible.
2 1 2 5
1. 2 2. 8 3. 4 4.
5 3 3 8

2 1 5 3
+ + + +
10 4 12 6
________ ________ ________ ________

2 1 2 2
5. 10 6. 6 7. 5 8.
3 3 3 3

2 1 2 3
+ + + +
5 4 8 6
________ ________ ________ ________
 4. Generalization:
Lead the class to give the following generalization by asking: “How do we add
fraction and mixed fraction with and without regrouping?

• To add similar fraction, add the numerators, then write the sum as
fraction using the common denominator. Reduce the answer to
lowest term if possible.
• To add dissimilar fraction, find the LCD first. Then rename them to
similar fraction. Add as in adding similar fractions and reduce answer
to lowest term.
• To add mixed fraction, with and without regrouping, find the
common denominator, write equivalent fraction using the common
denominator, add the numerators. Keep the denominators the same.
Then add the whole numbers. Simplify fractional part if possible.

5. Application:
Let the pupils answer Work Sheet 2.

Direction: Read the problem inside the box and answer the following
questions.
1 1
Allan picked 2 kg of cashews. Jose picked 3 kg of mangoes.
2 2
How many kilograms of fruits did the two boys pick?

a. What is asked?
Answer: _______________________________________

b. What are given?

Answer: _______________________________________

c. What is the operation to be used?

Answer: _______________________________________

d. What is the number sentence?

Answer: _______________________________________

e. How is the solution done? Show your solution?

Answer: _______________________________________

f. What is the complete answer?

Answer: _______________________________________

IV. Evaluation:
Let the learners answer Work Sheet 3.

Direction: Answer the following:

1 7
1. 1 added to will give you the sum of ___________.
5 10

1 1
2. What is the sum of and ?
4 8

2 1
3. The sum of 5 and is equal to _________.
3 8

3 1
4. 4 +2 =
10 5
 2 3
5. 1 added to will give you the sum of ___________.
3 6

1 1
6. What is the sum of and ?
2 4

2 1
7. The sum of 7 and is equal to _________.
5 9

3 1
8. 3 +2 =
4 2

V. Assignment
Let learners answer Work Sheet 4.

Direction: Solve each word problem.

1 1
1. Tom and Sammy ate 2 mango pies. Susie and her sister ate 2 buko
4 2
pies. How many pies did the children eat?

________________________________________________
2 1
2. Mang Simon, a vegetable vendor, sold 3 kg of string beans and 2 kg of
3 2
okra. How many kilograms of vegetables did he sell in all?

__________________________________________________

Prepared by:

MARILOU G. DORMIS
Teacher III
Salvacion Elementary School